PERCEPTIONS OF FINAL-YEAR MBBS STUDENTS TOWARD TRADITIONAL CLINICAL TEACHING VERSUS ACTIVE PARTICIPATION IN CLINICAL EDUCATION

PRABHU DAYAL; DINESH SOLANKY; PRAVEEN KUMAR GARG; ANKIT AWASTHI

doi:10.22159/ajpcr.2024v17i9.52535

Authors

PRABHU DAYAL Department of General Surgery, Government Medical College, Pali, Rajasthan, India https://orcid.org/0000-0002-8310-5996
DINESH SOLANKY Department of General Medicine, Government Medical College, Pali, Rajasthan, India.
PRAVEEN KUMAR GARG Department of General Medicine, Government Medical College, Pali, Rajasthan, India.
ANKIT AWASTHI Department of Psychiatry, Government Medical College, Pali, Rajasthan, India

DOI:

https://doi.org/10.22159/ajpcr.2024v17i9.52535

Keywords:

Medical education, Teaching approaches, Clinical teaching, Learning outcomes

Abstract

Objective: The objective of this study was to gain the perspectives of medical students on two different teaching approaches in clinical education.

Methods: This research was designed as an educational interventional crossover study to compare two clinical teaching methods and assess their impact on students’ educational experiences. Conducted at Government Medical College, Pali, the study aimed to evaluate how active participation in clinical rounds versus traditional clinical teaching affects MBBS final-year students’ perceptions and learning outcomes.

Results: Active participatory teaching is more effective in promoting student engagement and active learning compared to traditional clinical teaching.

Conclusion: Active participation in clinical rounds significantly enriches students’ educational experience and prepares them for practical, patient-centered medical practice.

Downloads

Download data is not yet available.

References

Almutar S, Altourah L, Sadeq H, Karim J, Marwan Y. Medical and surgical ward rounds in teaching hospitals of Kuwait University: Students’ perceptions. Adv Med Educ Pract. 2013 Sep 25;4:189-93. doi: 10.2147/AMEP.S52096, PMID: 24101889

Leino K, Mattila E, Collin P, Sand J. The nurse as the discussion opener during ward rounds: An observation study in the wards of a Finnish University Hospital. J Nurs Health Stud. 2017;2(2):1-8. doi: 10.21767/2574-2825.100013

Lees L. The nurse’s role in hospital ward rounds. Nurs Times. 2013;109(12):12-4. PMID: 23631094

Krishnan DG, Keloth AV, Ahmad S, Mohandas PG. Role play versus small group discussion in teaching prescription communication skills: A comparative study on students of phase two of the bachelor of Medicine and Bachelor of Surgery (MBBS) course. J Adv Med Educ Prof. 2023 Jan;11(1):34-41.

Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. doi: 10.3109/0142159X.2012.680939, PMID: 22578051

Kiessling A. Participatory learning: A Swedish perspective. Heart. 2004 Jan;90(1):113-6. doi: 10.1136/heart.90.1.113, PMID: 14676262

Rahim MF. Exploring Medical Students’ Perceptions on the Effectiveness of a Clinical Skills Rotation at a Clinical Skills Laboratory [Dissertation]. Stellenbosch: Stellenbosch University; 2018.

Al Ansari M, Al Bshabshe A, Al Otair H, Layqah L, Al-Roqi A, Masuadi E, et al. Knowledge and confidence of final-year medical students regarding critical care core-concepts, a comparison between problem-based learning and a traditional curriculum. J Med Educ Curric Dev. 2021;8:1-10. doi: 10.1177/2382120521999669, PMID: 35187261

Praveena Daya A, Prema Priya G, Anithasri A, Karthikeyan G. A comparative study of perception of online teaching versus traditional teaching among MBBS students during COVID crisis. J Commun Dis. 2022;3-8. doi: 10.24321/0019.5138.202201

Edwards L, Quinton N. Good bedside teaching on secondary care placement: The student perspective. Clin Teach. 2023 Aug 30;21(1):e13628. doi: 10.1111/tct.13628, PMID: 37646369

Hossain S, Shah S, Scott J, Dunn A, Hartland AW, Hudson S, et al. Reinventing undergraduate clinical placements with a switch to delivery by clinical teaching fellows. Adv Med Educ Pract. 2021;12:1429-38. doi: 10.2147/AMEP.S336912, PMID: 34924780

Dube S, Mlambo M, Mapukata NO. Final-year medical students’ reflections on types of significant events in primary care. Afr J Prim Health Care Fam Med. 2023 Nov 1;15(1):e1-6. doi: 10.4102/phcfm. v15i1.4099, PMID: 37916726

Gishen F, Chakrabarti R. Medical student perceptions of reflective practice in the undergraduate curriculum. MedEdPublish (2016). 2022;12:53. doi: 10.12688/mep.19211.3, PMID: 36817617

Brinkman DJ, Tichelaar J, Graaf S, Otten RH, Richir MC, vanAgtmaelMA. Do final-year medical students have sufficient prescribing competencies? A systematic literature review. Br J Clin Pharmacol. 2018;84(4):615-35. doi: 10.1111/bcp.13491, PMID: 29315721

Thind A, Jain A, Kumar A, Kaur P, Bansal R, Singh R. Effectiveness of competency-based teaching and comparison to traditional teaching of Phase I MBBS students. Natl J Physiol Pharm Pharmacol. 2022;12(6):765-70. doi: 10.5455/njppp.2022.12.11407202119112021

Nishal A, Patel J, Balvalli R, Yadav PP, Jayani P, Singh R, et al. A comparative study of case-based learning vs. Traditional teaching method in pathology in Indian medical graduates. J Med Educ. 2022;21(1):e127188. doi: 10.5812/jme-127188